Early learning, tutoring, and STEM motivation: Impact on Korean students’ mathematics achievement

Abstract

The impact of motivational beliefs, such as self-efficacy and intrinsic value, on academic achievement has been well documented in previous studies. In the current study, we extend the previous literature by taking individual learning experiences, such as early learning and tutoring experiences, into account. This allows us to gain a comprehensive understanding of the association between academic motivation and achievement. We analyzed a total of 3,614 Korean student data from the 2019 TIMSS (Trends in International Mathematics and Science Study) dataset to examine the mediating role of mathematics motivation. Our path analysis reveals that mathematics self-efficacy mediates the relationship between tutoring experiences and mathematics achievement. The results of this study provide implications for supporting students’ mathematics motivation, which can serve as a gateway to enhance engagement and perseverance in STEM fields.